The Construction of Kending English Village based on marine education and slow-food culture

• Main Authors: Chiu-Chu Lo, 羅秋祝
• Other Authors: 顏慶祥
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/ddtzu2

碩士 === 國立屏東教育大學 === 國民教育研究所 === 97 === In this thesis, the action research methodology is applied to explore the challenges of English Village construction in Kending Elementary School. Kending Englosh Village combines marine education and slow-food culture in its curriculum design. The construction process, curriculum characteristics and the resource integration strategies are explored. The research methods include observation, interview, questionnaire and literature study. It is conducted through English specialist teachers, students, foreign English teachers and visiting groups. The conclusions derived in this research are: 1.Kending English Village is constructed in time due to efficient resource integration. It is revealed that small-size school relies more on dedicated projects to integration resources. Meanwhile, the professions and the sustainable management are essential to the success of Kending English Village. 2.Kending English Village combines the marine education and slow-food culture into the curriculum design. This characteristic not only makes learning interesting and diverse but also is suitable to design courses for real life. 3.The topical classrooms become the most popular place in the school. It is the best example of space activation and reuse. Throughout this research, several suggestions are raised: 1.For administration: We suggest the administration constructing several English Villages with special topics in different locations. The government should integrate various resources to make them work better. Also, more human resource should be assigned to operate the English Village business. 2.For curriculum: It is good to combine local culture into English Village curriculum. The content of English Village should be diverse. 3.For execution: The foreign English teachers are the key component to the success of the English Village. Their teaching ability should also be improved. The foreign English teachers should also take the responsibility to teach local communities so as to design localized courses. 4.For researcher: Improve English conversation ability and reduce other concurrent jobs would help operate the English Village business efficiently. 5.For further research direction: It would be interesting to explore that whether Kending English Village model could apply to other English Villages or not. Another interest question is, shoule we rely foreign English teachers to lead the course planning?